Vernacular Knowledge and Digital Citizenship: Integrating Local Wisdom in Contemporary Education

The progressiveness of technological developments brings about dynamic social changes in various aspects. The world of education is one of those that has received a significant impact on this phenomenon. This study aims to explore conventional efforts that still persist in the rapid development of technology that has recently become a trend in educational research. Qualitative data exploration becomes reliable data to explore research studies. For this reason, this study uses a qualitative approach with an exploratory method. Data collection is carried out by taking literature data as secondary data and inventorying factual data as primary data through limited interviews with purposive subjects. The results show that; 1) there is a conceptual and factual correlation between vernacular knowledge and digital citizenship to be structured as an educational model; 2) vernacular knowledge can be a solution to the wild progressiveness of irresponsible digital development; 3) the need for a practical integration model between vernacular knowledge and digital citizenship in the form of educational policies in an effort to optimize ideal contemporary education.